MOVEMENT AND MEASUREMENT 2-3

MOVEMENT AND MEASUREMENT

MOVEMENT AND MEASUREMENT

Learning Description

In this math and dance lesson, students will compare tall and short height through dance levels. With partners, they will participate in a mirror dance demonstrating their understanding of levels and measurements.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use levels to compare movements that are taller and shorter.

  • I can use my body to demonstrate changes in levels and size.

  • I can use instruments of measurement, such as a ruler or meter stick, to test my conclusions.

  • Grade 3: I can choreograph a dance and organize the data into a line plot.

Essential Questions

  • How can dancers use levels to compare movements that are taller and shorter?

  • How can you use your body to demonstrate changes in levels and size? 

  • What instruments can we use to determine height?

 

Georgia Standards

Curriculum Standards

Grade 2

2.MDR.5: Estimate and measure the lengths of objects and distance to solve problems found in real-life using standard units of measurement, including inches, feet, and yards.

 

2.MDR.5.2 Estimate and measure the length of an object or distance to the nearest whole unit using appropriate units and standard measuring tools.

 

2.MDR.5.3 Measure to determine how much longer one object is than another and express the length difference in terms of a standard-length unit.

Arts Standards

Grade 2

​​ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance. a. Apply dance terminology to describe and create movement (e.g. levels, pathways, directions, speed, rhythm, energy, qualities, shapes).

 

ESD2.CN.3 Identify connections between dance and other areas of knowledge.

 

South Carolina Standards

Curriculum Standards

Grade 2

2.MDA.3 Estimate and measure length/distance in customary units (i.e., inch, foot, yard) and metric units (i.e., centimeter, meter). 

 

2.MDA.4 Measure to determine how much longer one object is than another, using standard length units.

 

Grade 3

3.MDA.4 Generate data by measuring length to the nearest inch, half-inch and quarter-inch and organize the data in a line plot using a horizontal scale marked off in appropriate units.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

 

Anchor Standard 2: I can choreograph a dance.

 

Anchor Standard 3: I can perform movements using the dance elements.

Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Measurement - The size, amount, degree, or capacity of something; it is typically determined by using an instrument or device marked in standard units

  • Inches - A unit of length in the United States customary systems of measurement; twelve inches make a foot

  • Foot - A unit of length in the United States customary systems of measurement

  • Meter - The base unit of length in the International System of Units (SI)

  • Meter stick - A tool that measures meters
  • Ruler - A tool that measures inches

Arts Vocabulary

  • Movement - The various actions performed by the body to create and express motion, rhythm, and emotion

  • Mirror dance - A type of dance exercise or performance in which two dancers face each other and perform movements that mirror each other's actions, as if one dancer is the reflection of the other in a mirror

  • Shape - The positioning and form of the dancer's body

  • Levels - The use of different heights or vertical spaces through which dancers move and position their bodies (high, middle, low)

  • Choreography - The art of designing and arranging movements to create a structured and cohesive performance

 

Materials

  • Photos of dancers demonstrating different levels
  • Drum or music
  • Meter stick
  • Ruler

 

Instructional Design

Opening/Activating Strategy

Show students several photographs of dancers in various positions that show different heights. Ask students to compare the height of the different positions. Tell students that the height of a dancer’s movement is called a level (high, middle, low).

 

Work Session

    • Lead exploration of taller and shorter shapes and movements with “Move and Freeze”. 
    • Teacher will need a drum or music for accompaniment.  
      • Tell students that they are going to dance “Move and Freeze”. This means that when they hear the drum or music, they move, and when it stops, they freeze in a shape, like a statue. 
      • Remind students to make sure that they have a “space bubble” around them so that they don’t bump or touch anyone. 
      • Tell students that they will dance in “self-space”, which means that they will stay in one spot. 
      • Begin the exercise. When the teacher stops the drum or music, tell students to freeze in a shape at a high level. Then, to stretch their shape taller, and freeze again, then stretch taller, and then freeze again. Do the same with low levels to make a shape shorter. 
    • Reflect by asking students whether they were able to make their high level shapes taller and their low level shapes shorter. How do they know? 
    • Next, tell students that they will be creating a mirror dance with a partner to explore tall and short shapes and movements. 
      • Ask students to find a partner. One will start as the leader and one as the follower. 
      • Students will face each other; as the leader moves, the follower will mirror the leader’s movements.
      • Verbally cue leaders as they demonstrate tall and short movements for their partner to mirror. 
        • Tell leaders to start by making tall movements with high levels; then, to freeze in a tall shape. 
        • Tell leaders to use even taller movements; then, to freeze in a shape. 
        • Tell leaders to use shorter movements with a low level. Then, to freeze in a short shape. 
        • Tell leaders to use even shorter movements and freeze in a shape. 
        • Once students understand the concept, allow them to choreograph their own movements.
      • Allow the followers to participate in the leader role and the leaders to participate in the follower role.
      • Facilitate pair-share reflection.
        • Tell students to respond to the following questions: 
          • What types of movements and levels did you pick when you were the leader? Tall, short?
          • Partners, how did you know that was true (that they were tall or short)?
    • Tell students that “Dancing Mathematicians” wonder why things are true, so they will test their conclusions.
      • Review units of measurement with students: Inches, feet and meters.  
      • Review how to use a measuring device such as a meter stick and/or ruler.
      • Ask for two student volunteers. Volunteer 1 will make a short shape at a low level. Volunteer 2 will make a tall shape at a high level. 
      • The class should state which is taller and which is shorter. Ask students what instrument they could use to determine the difference between the heights and determine if their conclusions were correct.
      • Ask a third volunteer to measure the difference between the heights. Discuss findings as a class.

     

    Grade 3 extension: 

    • Tell students that they will be choreographing a dance using high, middle, and low levels. 
      • They can choose the movements and body shapes they would like to use in each level. 
      • They should have at least eight movements in their choreography and should have movements in each level. 
      • They can repeat levels, movements, and shapes however they would like.
    • After they have choreographed their dance, students should interpret their choreography into data and organize their data into a line plot.
    • Students will perform choreographed dances for the class and share their line plots.

    Closing Reflection

    • Ask students to explain how they used levels to make shapes and movements that were taller and shorter in height.
    • Ask students to explain how they determined which movements were taller and which were shorter. 
    • Ask students to explain how these strategies can help them estimate measurement in other scenarios.

     

    Assessments

    Formative

    Teachers will assess students’ understanding by observing students’ discussion of levels in dance photography, participation in “Move and Freeze”, and their participation in the mirror dance and choreography.

     

    Summative

    CHECKLIST

    • Students can use levels to compare movements that are taller and shorter.
    • Students can use their bodies to demonstrate changes in levels and size.
    • Students can use instruments of measurement, such as a ruler or meter stick, to test their conclusions.

          Grade 3 extension: 

    • Students can choreograph a dance with eight movements that show low, middle, and high levels.
    • Students can interpret choreography as data and organize data into a line plot.

     

    DIFFERENTIATION 

    Accelerated: 

    • Students can compare objects in the room by length (long/short) and create choreography with long and short locomotor movements (any movement that travels through space from one location to another).
    • Students can estimate the height of their movements and check them with a ruler or meter stick.
    • Students can choreograph a dance that uses low, middle, and high levels. 

    Remedial: 

    • For students who struggle with understanding space, this activity can be done outside to allow more space. 
    • Physically adapt this lesson so that students use only upper or lower body movement.

    *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

    Ideas contributed by: Jessica Wurst

    Revised and copyright:  May 2024 @ ArtsNOW

     

    Back to Modules

    FRACTIONS AND BODY PERCUSSION 4-5

    FRACTIONS AND BODY PERCUSSION

    FRACTIONS AND BODY PERCUSSION

    Learning Description

    In this lesson, students will explore how they can use body percussion to learn about, represent and compare fractions through music.

     

    Learning Targets

    GRADE BAND: 4-5
    CONTENT FOCUS: MATH & MUSIC
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can represent fractions in multiple ways within a framework using visual models.
    • I can compare two fractions with different numerators and denominators by flexibly using a variety of tools and strategies. 
    • I can add fractions with like denominators..
    • I can compose a body percussion rhythm that represents fractions.
    • I can listen to, analyze, and describe music.
    • I can compose a body percussion composition that represents fractions.
    • I can connect music to math.

    Essential Questions

    • How can I represent fractions using body percussion?
    • How does music connect to math?

     

    Georgia Standards

    Curriculum Standards

    Grade 4

    4.NR.4.1 Using concrete materials, drawings, and number lines, demonstrate and explain the relationship between equivalent fractions, including fractions greater than one, and explain the identity property of multiplication as it relates to equivalent fractions. Generate equivalent fractions using these relationships.

     

    4.NR.4.2 Compare two fractions with the same numerator or the same denominator by reasoning about their size and recognize that comparisons are valid only when the two fractions refer to the same whole.

     

    4.NR.4.3 Compare two fractions with different numerators and/or different denominators by flexibly using a variety of tools and strategies and recognize that comparisons are valid only when the two fractions refer to the same whole.

     

    4.NR.4.6 Add and subtract fractions and mixed numbers with like denominators using a variety of tools.

     

    Arts Standards

    Grade 4

    ESGM4.RE.1 Listen to, analyze, and describe music.

    ESGM4.CR.2 Compose and arrange music within specified guidelines.

    ESGM4.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

    ESGM4.CN.1 Connect music to the other fine arts and disciplines outside the arts.

    Grade 5

    ESGM5.RE.1 Listen to, analyze, and describe music.

    ESGM5.CR.2 Compose and arrange music within specified guidelines.

    ESGM5.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

    ESGM5.CN.1 Connect music to the other fine arts and disciplines outside the arts.

     

    South Carolina Standards

    Curriculum Standards

    Grade 4

    4.NSF.1 Explain why a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100), is equivalent to a fraction, by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

     

    4.NSF.2 Compare two given fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2 and represent the comparison using the symbols >, =, or <.

     

    4.NSF.3 Develop an understanding of addition and subtraction of fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) based on unit fractions.

    Arts Standards

    Anchor Standard 1: I can arrange and compose music.

    Anchor Standard 4: I can play instruments alone and with others.

    Anchor Standard 6: I can analyze music.

    Anchor Standard 7: I can evaluate music

    Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

     

     

    Key Vocabulary

    Content Vocabulary

    • Fractions - Equal parts of a whole          
    • Numerator - The top number in a fraction that represents how many parts of a whole are being considered
    • Denominator - The bottom number in a fraction. It represents the total number of equal parts into which the whole is divided
    • Greater than (>) - A number that is larger than another number
    • Less than (<) - A number that is smaller than another number
    • Equal to (=) - A number that has the same value as another number
    • Equivalent fractions - Different fractions that represent the same part of a whole; they have different numerators and denominators but the same value

    Arts Vocabulary

    • Steady beat - Steady pulse

    • Body percussion - Stomping, patting, clapping, snapping, etc.)
    • Pitch - High/low sounds
    • Rhythm - Long/short sounds
    • Dynamics - Loud/soft sound

     

    Materials

    • Paper
    • Pencils
    • Teacher access to computer and Internet

     

     

    Instructional Design

    Opening/Activating Strategy

    •  
    • Prepare students for the listening activity by telling students that they are going to listen to a song and answer three prompts about the song. Wait until the end of the listening activity before revealing the title and composer of the song.
        • The first prompt is “I hear”.
          • Students should focus on the different musical sounds such as tempo (fast/slow), dynamics (loud/soft), instruments, pitch (high/low), and lyrics (words to song). They may use words or draw a quick picture to answer. 
          • Play the song audio only one time while students are listening in order to answer the prompt, “I hear”. 
          • Students turn and talk to a neighbor and share their answers.
          • Students share out to the class. Validate the answers that students give.
          • Repeat the process for “I think” and “I wonder”.
            • For “I think”, the teacher can ask clarifying questions such as, “What did you hear in the music that made you think that?”.
    • After the listening activity, encourage students to sing along with the recording. Provide a lyric sheet or turn on closed captions so that students can sing along with the video. (The font of the closed caption can be enlarged by clicking on settings, then English, finally options.)
      • Start by singing the chorus. Tell students that the chorus is the main idea of the song with repeating lyrics.
      • Lead students in finding the steady beat to the song during the verses by directing students to pat their legs or tap two fingers in a palm. 
      • Demonstrate the four basic movements of body percussion (stomp, pat, clap, snap–or tap two fingers in palm if snapping is a challenge). Lead students in each of these movements doing them to the steady beat of the song.
    • Transition into the lesson about fractions.

    Work Session

      • Introduce or review grade level fraction concepts, such as equivalent fractions, comparing fractions, and adding and subtracting fractions. Use modeling, visual representations, and hands-on manipulatives to help students understand the concept of fractions.
      • Transition to the concept of representing and comparing fractions through performing rhythmic movements called body percussion.
        • Remind students of the four basic movements of body percussion used in the activator (stomp, pat, clap, snap–or tap two fingers in palm if snapping is a challenge).
        • Help students determine the fractions of the body movements in Body Percussion Grid 1 (ex: claps = 5/16 if using the entire board)
        • Students will then compare the fractions using greater than, less than, and equal to.
    • Divide students into small groups of three to four students and present the following group task:
      • Tell students that as a group, they will create their own body percussion composition using the Create Your Own Beat Body Percussion Board.
        • Predetermine how many movements students should use/how many squares on the board (ex: the entire board, only 12 squares, only 8 squares, etc.). This number will represent the denominator.
          • Assign a different number of total movements for different groups. 
        • Provide time for students to:
          • Compose their body percussion using the blank board. 
          • Determine and write fractions based on the occurrence of body parts. 
          • Students should add their fractions to ensure that they have the correct total number of movements assigned (i.e., 5/16 + 2/16 + 4/16 + 5/16 = 16/16).
          • Compare the fractions using greater than, less than, and equal to.
          • Practice performing the body percussion composition to a steady beat.
    • After a predetermined amount of work time, students will share their body percussion compositions with a partner group.
      • Groups will work to compare the occurrence of body parts in each of their compositions by finding the least common denominator. For example, one group used clapping 3 beats out of 16 total and their partner group used clapping 3 beats out of 8 total. Students should find the least common denominator and show that 3/16 < 6/16.
      • Students should look for any occurrences of the same numerator in their fractions and be able to determine that because they have different denominators, the fractions are not equivalent. 
      • Students should look for any occurrences of equivalent fractions when comparing  compositions and be able to determine that the fraction of the movement in each composition is the same even though the occurrence of the movement is different in each composition.

    Closing Reflection

    • Partner groups will share their body percussion composition with the class.
      • Remind performers to do their best. Remind audience members to give their attention to the performing group and applaud the group’s effort after the performance.
      • Groups will share with the class what they learned when comparing their compositions.
    • Together, the teacher and students will review how students used body percussion to represent and compare fractions.

     

     

    Assessments

    Formative

    Teacher will assess student learning through:

    • Observation of written responses during the listening activity.
    • Observation of “turn and talk” and “sharing out” during the listening activity.
    • Observation of students singing with a steady beat.
    • Observation of students demonstrating the steady beat during the singing activity.
    • Observation and questioning during the group task.
    • Observation of groups comparing their compositions.

     

     

     

    Summative

    CHECKLIST

    • Students can perform the body percussion to a steady beat.
    • Students can correctly identify fractions based on the body parts used to create the body percussion compositions.
    • Students can compare fractions using body percussion compositions by finding the least common denominator.
    • Students can create a body percussion composition that represents fractions.

     

     

     

    DIFFERENTIATION 

    Acceleration: 

    • Require a minimum number of movements in the composition. 
    • Have groups combine their compositions into one large composition after converting all fractions to the least common denominator. If the least common denominator was 16 for each, by combining the two compositions, the total number of movements will now be 32. Students should add all occurrences of each body percussion movement and reorder the movements from least to greatest. For example, after converting the fractions to use the least common denominator, one group has used clapping 2 times and the other group 4 times (using the new denominator of 32, 2/32 + 4/32 = 6/32); one groups has used stomping 3 times and the other group 5 times (3/32 + 5/32 = 8/32). Students would then order/compare the movements from least to greatest, 6/32 < 8/32.
    • Have students simplify fractions where possible. 

    Remediation: 

    • Scaffold the lesson by working with students to compare two example compositions by finding the least common denominators before groups complete this task independently.
    • Reduce the number of total squares/denominator to complete on the body percussion board.
    • Limit the number of types of body percussion movements students should use in their compositions to a small number.

     

     

     

    ADDITIONAL RESOURCES

     

    *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

    Ideas contributed by: Rue Lee-Holmes. Updated by: Katy Betts.

    Revised and copyright:  August 2024 @ ArtsNOW

     

     

     

    Back to Modules

    FRACTIONS AND BODY PERCUSSION 2-3

    FRACTIONS AND BODY PERCUSSION

    FRACTIONS AND BODY PERCUSSION

    Learning Description

    In this lesson, students will explore how they can use body percussion to learn about, represent and compare fractions through music.

     

    Learning Targets

    GRADE BAND: 2-3
    CONTENT FOCUS: MATH & MUSIC
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can represent fractions with denominators of 4, 8, 12, and 16 in multiple ways within a framework using visual models.
    • I can compare two fractions with different numerators by flexibly using a variety of tools and strategies. 
    • I can listen to, analyze, and describe music.
    • I can compose a body percussion rhythm that represents fractions.
    • I can connect music to math.

    Essential Questions

    • How can I represent fractions using body percussion?
    • How does music connect to math?

     

    Georgia Standards

    Curriculum Standards

    Grade 3

    3.NR.4.1 Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models.

    3.NR.4.2 Compare two unit fractions by flexibly using a variety of tools and strategies.

    3.NR.4.3 Represent fractions, including fractions greater than one, in multiple ways.

    Arts Standards

    Grade 3

    ESGM3.RE.1 Listen to, analyze, and describe music.

     

    ESGM3.CR.2 Compose and arrange music within specified guidelines.

     

    ESGM3.PR.2 Perform a varied repertoire of music on instruments, alone and with others.

     

    ESGM3.CN.1 Connect music to the other fine arts and disciplines outside the arts.

     

    South Carolina Standards

    Curriculum Standards

    Grade 3

    3.NSF.1 Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers. 

    3.NSF.2 Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by demonstrating an understanding that: a. two fractions are equal if they are the same size, based on the same whole, or at the same point on a number line; b. fraction equivalence can be represented using set, area, and linear models; c. whole numbers can be written as fractions (e.g., 4 = 4/1 and 1 = 4/4 ); d. fractions with the same numerator or same denominator can be compared by reasoning about their size based on the same whole.

    Arts Standards

    Anchor Standard 1: I can arrange and compose music.

    Anchor Standard 4: I can play instruments alone and with others.

    Anchor Standard 6: I can analyze music.

    Anchor Standard 7: I can evaluate music.

    Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

     

    Key Vocabulary

    Content Vocabulary

    • Fractions - Equal parts of a whole          
    • Numerator - The top number in a fraction that represents how many parts of a whole are being considered
    • Denominator - The bottom number in a fraction. It represents the total number of equal parts into which the whole is divided
    • Greater than (>) - A number that is larger than another number
    • Less than (<) - A number that is smaller than another number
    • Equal to (=) - A number that has the same value as another number

    Arts Vocabulary

    • Steady beat - Steady pulse
    • Body percussion - Stomping, patting, clapping, snapping, etc.)
    • Pitch - High/low sounds
    • Rhythm - Long/short sounds
    • Dynamics - Loud/soft sound
    • Tempo - Fast/slow sounds

     

    Materials

    • Paper
    • Pencils
    • Teacher access to computer and Internet

     

     

    Instructional Design

    Opening/Activating Strategy

    • Choose a fractions song (see materials) for students to engage in a “Hear, Think, Wonder” listening routine. This listening routine is a modification of Project Zero’s “See, Think, Wonder” Thinking Routine.
    • Prepare students for the listening activity by telling students that they are going to listen to a song and answer three prompts about the song. Wait until the end of the listening activity before revealing the title and composer of the song.
        • The first prompt is “I hear”. 
          • Students should focus on the different musical sounds such as tempo (fast/slow), dynamics (loud/soft), instruments, pitch (high/low), and lyrics (words to song). They may use words or draw a quick picture to answer. 
          • Play the song audio only one time while students are listening in order to answer the prompt, “I hear”. 
          • Students turn and talk to a neighbor and share their answers.
          • Students share out to the class. Validate the answers that students give.
          • Repeat the process for “I think” and “I wonder”.
            • For “I think”, the teacher can ask clarifying questions such as, “What did you hear in the music that made you think that?”.
    • After the listening activity, encourage students to sing along with the recording. Provide a lyric sheet or turn on closed captions so that students can sing along with the video. (The font of the closed caption can be enlarged by clicking on settings, then English, finally options.)
      • Start by singing the chorus. Tell students that the chorus is the main idea of the song with repeating lyrics.
      • Lead students in finding the steady beat to the song during the verses by directing students to pat their legs or tap two fingers in a palm. 
      • Demonstrate the four basic movements of body percussion (stomp, pat, clap, snap–or tap two fingers in palm if snapping is a challenge). Lead students in each of these movements doing them to the steady beat of the song.Transition into the lesson about fractions.

    Work Session

      • Introduce or review fractions. Use modeling, visual representations, and hands-on manipulatives to help students understand the concept of fractions.
      • Transition to the concept of representing and comparing fractions through performing rhythmic movements called body percussion.
        • Remind students of the four basic movements of body percussion used in the activator (stomp, pat, clap, snap–or tap two fingers in palm if snapping is a challenge).
        • Help students determine the fractions of the body movements in Body Percussion Grid 1 (ex: claps = 5/16 if using the entire board)
        • Students will then compare the fractions using greater than, less than, and equal to.
    • Divide students into small groups of three to four students and present the following group task:
      • Tell students that as a group, they will create their own body percussion rhythm using the Create Your Own Beat Body Percussion Board.
        • Predetermine how much of the board students should use (ex: the entire board, only 12 squares, only 8 squares, etc.).
        • Provide time for students to:
          • Compose their body percussion using the blank board.
          • Practice performing the body percussion rhythm to a steady beat.
          • Determine and write fractions based on the occurrence of body parts. 
          • Compare the fractions using greater than, less than, and equal to.
      • Students should repeat the process as time allows.

    Closing Reflection

    • After a predetermined amount of work time, students will share their body percussion rhythms with the class. 
      • Remind performers to do their best. Remind audience members to give their attention to the performing group and applaud the group’s effort after the performance.
    • Students who are listening should choose one body part to focus on and determine the fraction of that body part in the overall rhythm.
    • Together, the teacher and students will review how students used body percussion to represent and compare fractions.
    • Students will sing the beginning fractions song as a closing to the lesson.

     

     

    Assessments

    Formative

    Teacher will assess student learning through:

    • Observation of written responses during the listening activity.
    • Observation of “turn and talk” and “sharing out” during the listening activity.
    • Observation of students singing with a steady beat.
    • Observation of students demonstrating the steady beat during the singing activity.
    • Observation and questioning during group task.

     

    Summative

    CHECKLIST

    • Students can perform the body percussion to a steady beat.
    • Students can correctly identify fractions based on the body parts used to create the body percussion rhythms.
    • Students can compare fractions using body percussion rhythms.
    • Students can create a body percussion rhythm that represents fractions.

     

    DIFFERENTIATION 

    Acceleration: 

    • Use the entire body percussion board. 
    • Include two body percussion sounds per one square on the body percussion board.

    Remediation: 

    • Reduce the number of total squares to complete on the body percussion board.

     ADDITIONAL RESOURCES

    *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

    Ideas contributed by: Rue Lee-Holmes. Updated by: Katy Betts.

    Revised and copyright:  July 2024 @ ArtsNOW

     

    Back to Modules

    KANDINSKY’S CIRCLES & PLACE VALUE 2-3

    KANDINSKY’S CIRCLES & PLACE VALUE

    KANDINSKY’S CIRCLES & PLACE VALUE

    Learning Description

    In this lesson, students will examine place value through the lens of Wassily Kandinsky’s painting, Several Circles. Inspired by this painting, students will create visual representations of a number using different sized circles to represent place value. Students will show their knowledge of standard, expanded, and word form, as well as observe one another's work to identify and compare numbers.

     

    Learning Targets

    GRADE BAND: 2-3
    CONTENT FOCUS: VISUAL ARTS & MATH
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can read and write numbers in standard, word, and expanded forms.

    • I can compare the value of digits within a number.

    • I can identify value, color, and proportion in art.

    • I can create unique and creative artwork.

    Essential Questions

    • How can proportion be used in art to represent place values of the digits in a number?

     

    Georgia Standards

    Curriculum Standards

    Grade 2

    2.NR.1: Using the place value structure, explore the count sequences to represent, read, write, and compare numerical values to 1000 and describe basic place-value relationships and structures

     

    Grade 3

    3.NR.1: Use place value reasoning to represent, read, write, and compare numerical values up to 10,000 and round whole numbers up to 1,000.

    Arts Standards

    Grade 2

    VA2.CR.2 Create works of art based on selected themes.

     

    VA2.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

     

    VA2.CN.2 Integrate information from other disciplines to engage in the understanding and production of works of art. 

     

    Grade 3

    VA3.CR.2 Create works of art based on selected themes.

     

    VA3.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

     

    VA3.CN.2 Integrate information from other disciplines to engage in the understanding and production of works of art.

     

     

    South Carolina Standards

    Curriculum Standards

    Grade 2

    2.NSBT.3 Read, write and represent numbers through 999 using concrete models, standard form, and equations in expanded form.

     

    Grade 3

    3.NSBT.4 Read and write numbers through 999,999 in standard form and equations in expanded form.

    Arts Standards

    Anchor Standard 1: I can use the elements and principles of art to create artwork.

    Anchor Standard 2: I can use different materials, techniques, and processes to make art.

     

    Key Vocabulary

    Content Vocabulary

    • Place value - The value of a digit based on its position within a number
    • Digit - A numerical symbol used to represent numbers, typically ranging from 0 to 9
    • Expanded form - A way of representing a number by breaking it down into its component parts based on place value
    • Word form - Expressing a number using written words rather than digits
    • Standard form - The conventional way of writing a number using digits and place value, without any exponents or special notation

    Arts Vocabulary

    • Value - The lightness or darkness of a color
    • Cool colors - Blue, green, violet
    • Warm colors - Red, orange, yellow
    • Space - How an artist organizes the elements in a composition
    • Proportion - How one thing relates to another in terms of size

     

    Materials

    • Watercolor paper for each student
    • Watercolor set, cup of water, and brush for each student
    • Paint sticks (one set per two students)
    • Index cards (one per student)
    • Pencils

     

    Instructional Design

    Opening/Activating Strategy

    • Begin by reviewing place value with students, including standard form, word form, and expanded form.
    • Assign each student a number to study. Students should write their number in standard form, word form, and expanded form on their notecards.
    • Next, show students Wassily Kandinsky’s Several Circles painting. 
      • Ask students to work collaboratively to engage in the See, Think, Wonder protocol.
        • First, students will identify what they see in the image. Emphasize that they should make objective observations about the painting (i.e. physical features, colors, textures, etc.). 
        • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the painting. 
        • Finally, ask students what they wonder about the image. 
        • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
      • Discuss the history of the painting and point out the varying sizes, colors, and values of the circles.

     

    Work Session

    • Tell students that they will be creating artwork that is inspired by Kandinsky’s Several Circles to visually represent the places values of each of their numbers.
    • Have the students begin by painting a watercolor background for their piece. Encourage the class to use light values, such as pastels, in order for the circles that they will paint to pop. Allow to dry. 
    • After drying, have the students use paint sticks to create circles that mimic the number they were assigned on their index cards. 
      • Discuss how to use size and proportion to represent place value. The largest place value should be the largest circles on the page (for example, 2,456 would have two extra large circles of equal size on the paper).
      • Repeat this process with the rest of the place value digits (using 2,456 there should be two extra large circles of equal size, 4 large circles of equal size, 5 medium circles of equal size, and 6 small circles of equal size).
      • Tell students that they can make compositional choices such as overlapping or allowing circles to go off the page.
      • Tell students that using contrasting colors will make their circles pop. For example, if the background is blue, which is a cool color, students might want to use warm colors (red, orange, and yellow) for their circles. 
      • Allow artwork to dry.

     

    Closing Reflection

    • Allow students to share their artwork with one another. Review how the largest circles represent the digit in the largest place value. 
    • Next, have the students try to guess each other's numbers based on how they used proportion in their art. This can be done in a small group setting or as a whole class. 
    • Finally, have students compare their numbers and arrange their artwork from smallest to largest number.

     

    Assessments

    Formative

    Teachers will assess student learning by observing students’ ability to represent place value in standard, expanded, and word form; students’ responses to discussion of Kandinsky’s Several Circles; and students’ ability to represent place value through proportion and size in their circles.

     

    Summative

    CHECKLIST

    • Students can identify the place values of the digits in their numbers and correctly.
    • Students can accurately portray place value through size and proportion in art.
    • Students can identify and use value, color, and proportion in art.

    *See Teacher/student rubric.

     

    DIFFERENTIATION 

    Acceleration: 

    • Advanced students can be assigned larger numbers based on their levels.
    • Students can write an art review of one of their peers’ artwork and describe what number it is showing explaining their reasoning.

    Remediation: 

    • Students can be assigned smaller numbers to represent in their artwork.
    • Students can work in pairs to analyze their numbers. Students can then either work together to create one artwork or create their own individual artworks.

     ADDITIONAL RESOURCES

    *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

    Ideas contributed by: Sara Hastings

    Revised and copyright:  May 2024 @ ArtsNOW

     

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    EXPLORING NUMBERS THROUGH BODY PERCUSSION K-1

    EXPLORING NUMBERS THROUGH BODY PERCUSSION

    EXPLORING NUMBERS THROUGH BODY PERCUSSION

    Learning Description

    In this lesson, students will “count on” or skip-count from various numbers by creating body percussion progressions that follow a steady beat.

     

    Learning Targets

    GRADE BAND: K-1
    CONTENT FOCUS: MUSIC & MATH
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can follow a steady beat using body percussion.

    • I can “count on” or skip-count from a given number. 

    • I can create body percussion progressions that follow a steady beat.

    Essential Questions

    • How can we use body percussion to help us practice “counting on” or skip-counting?

     

    Georgia Standards

    Curriculum Standards

    Kindergarten

    K.NR.2.1 CoK.NR.2.1 Count forward to 100 by tens and ones and backward from 20 by ones.unt forward to 100 by tens and ones and backward from 20 by ones.

     

    K.NR.2.2 Count forward beginning from any number within 100 and count backward from any number within 20.

     

    Grade 1

    1.NR.1.1 Count within 120, forward and backward, starting at any number. In this range, read and write numerals and represent a number of objects with a written numeral.

    Arts Standards

    Kindergarten

    ESGMK.CR.2 Compose and arrange music within specified guidelines.d guidelines.

     

    ESGMK.PR.2 Perform a varied repertoire of music on instruments, alone and with others. 

    1. Echo simple rhythmic patterns with appropriate technique using body percussion and classroom instruments. 
    2. Perform steady beat and simple rhythmic patterns with appropriate technique using body percussion and classroom instruments.

     

    Grade 1

    ESGM1.CR.2 Compose and arrange music within specified guidelines.d guidelines.

     

    ESGM1.PR.2 Perform a varied repertoire of music on instruments, alone and with others. 

    1. Echo simple rhythmic patterns with appropriate technique using body percussion and classroom instruments. 
    2. Perform steady beat and simple rhythmic patterns with appropriate technique using body percussion and classroom instruments.

     

     

    South Carolina Standards

    Curriculum Standards

    KindergartenK.NS.1 Count forward by ones and tens to 100. 

    K.NS.2 Count forward by ones beginning from any number less than 100.

    Grade 11.NSBT.1 Extend the number sequence to: a. count forward by ones to 120 starting at any number; b. count by fives and tens to 100, starting at any number

    Arts Standards

    Anchor Standard 1: I can compose and arrange music.

    Anchor Standard 4: I can use my body to make sounds.

     

    Key Vocabulary

    Content Vocabulary

    • “Count on” - The process of adding a specific quantity to a given number
    • Skip counting - A technique in mathematics where you count by a certain number other than 1

    Arts Vocabulary

    • Unison - This is a single melody; all instruments or voices sing/play the same notes.

    • Body percussion - Using different parts of the body to make music.

    • Beat - Basic unit of time in music, regular and repeating pulse under the music

    • Steady beat - A consistent and regular pulse or rhythm that is maintained throughout a piece of music

     

    Materials

     

    Instructional Design

    Opening/Activating Strategy

    • Watch the “The Beat is the Heart of Music” with students.
      • Have students follow your movements in unison as you demonstrate different methods of body percussion such as tapping your foot on the floor, clapping, tapping fingers in palm, patting legs with hands, etc, to the steady beat. 
      • Begin simply with one body percussion movement, gradually making it more complex with varying snaps, slaps and claps. Students should follow along in unison.

     

    Work Session

    • Introduce “counting on” or skip-counting to students. 
    • Start with simple body percussion and low numbers, such as “one”, followed by four counts and four claps together. 
    • Continue on with higher numbers or skip-counting according to ability/readiness level.
    • Tell students that they will be creating a four beat body percussion progression adding skip-counting or “counting on” to their movements. First, the class will practice some body percussion movements together.
      • Begin by playing music with a strong steady beat. 
      • Have students pat their legs to the steady beat. 
      • Then, invite a few students to the front of the room, one at a time, to choose a new percussive movement to lead the class in.
    • Divide students into small groups. In their groups, have students create a four beat body percussion progression following the steady beat of the music. Assign each group a different criteria for “counting on” or skip-counting.
    • Have students return to the whole group. 
    • Allow students to share their percussive progressions. Be sure to arrange student performances so that the number progression is in order.
    • Have the whole class join the group in  “counting on” or skip-counting to the progression.

     

    Closing Reflection

    • Have students physically arrange themselves in the correct order depending on the value of the number that they are starting from.
    • Then, have students perform one last time in order.
    • As a whole group, reflect on the process by asking students what a steady beat is and what they learned about “counting on” or skip-counting through percussive movements.

     

    Assessments

    Formative

    Teacher will assess student learning by observing which students are “counting on” or skip-counting correctly from the given number, which students are using body percussion to make a steady beat, and which students are able to follow the teacher’s body percussion movements.

     

    Summative

    CHECKLIST

    • Students can “count on” or skip-count correctly from a given number.
    • Students can create body percussion progressions that follow a steady beat.

     

    Differentiation

    Accelerated: Assign students individual challenges such as starting at a higher number or skip-counting by two instead of five, for example.

    Remedial: 

    • Limit the numbers to up to 10. 
    • Assign the same number progression to the whole class.
    • As a whole class, create a body percussion progression adding “counting on” or skip-counting.

     

    *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

    Ideas contributed by: Elizabeth Paige

    Revised and copyright:  May 2024 @ ArtsNOW

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